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Standard 2-E: Managing Student Behavior

The English Language Development teacher establishes clear expectations for safe and respectful conduct, monitors student behavior, and swiftly addresses any student misconduct that interrupts the learning process. 

Components

of

Standard II-E

DESCRIPTORS OF EACH PERFORMANCE LEVEL

Ineffective

Developing

Effective

Model

 

II-E-1

Establishing Expectations

Does not establish clear standards of conduct. Leaves students confused about the behaviors that are expected of them. Does not adhere to accepted strategies of classroom management, such as use of time, space, routines, and momentum. Is unaware of cultural differences in interpersonal interaction. Establishes a few standards of conduct and shares them with students, but enforces them inconsistently. Incorporates some accepted strategies of classroom management, such as use of time, space, routines, and momentum. Is aware of some cultural differences in interpersonal interaction (e.g., eye contact, addressing adults). Usually establishes specific routines, procedures, and standards of conduct, including consequences for positive and negative behaviors, and ensures that all students understand them. Posts the procedures and standards in the classroom. Establishes parameters for an environment that is both physically and emotionally safe. Is aware of and respects cultural differences in interpersonal interaction. Consistently empowers students to contribute to the development of classroom procedures and clear standards of conduct with a focus on creating a caring and collaborative classroom community. Posts the standards in the classroom and encourages students to refer to them during the day. Is aware of and respects cultural differences in interpersonal interaction, while fostering familiarity with American customs. Creates a culture that intentionally celebrates student accomplishments.
 

II-E-2

Monitoring Student Behavior

Does not monitor student behavior and is generally unaware of the impact of students’ positive and negative behaviors. Does not provide adequate supervision to ensure student safety. Is partially aware of student behavior, but overlooks some activities of some students, thereby missing teachable moments. Provides adequate supervision to support student safety. Is usually alert to student behavior at all times and uses positive and negative incidents to reinforce the established standards of conduct. Regularly provides a level of supervision that ensures student safety. Consistently monitors student behavior in a subtle fashion, with a goal of preventing misbehavior. Guides students to monitor their own and their peers’ behavior. Consistently provides a level of supervision that ensures student safety.
 

II-E-3

Responding to Student Misbehavior

Ignores student misbehavior, or responds in a manner that is inconsistent, repressive, or disrespectful of the student’s dignity. Uses inappropriate or ineffective strategies to reinforce positive behavior or respond to behavior that interferes with student learning. Attempts to address student misbehavior in a positive manner, but does so inconsistently. Sometimes uses strategies that prevent and/or stop behavior that interferes with student learning. Maintains classroom order in such a way that major infractions are rare. Generally responds to misbehavior in a manner that is appropriate and successful, respects the student’s dignity, and helps students learn from mistakes. Maintains classroom routines to promote student behavior that is generally appropriate and to prevent behaviors that interfere with student learning. Talks with and listens to students, is sensitive and responsive to clues of distress, investigates situations, and seeks outside help as appropriate to remedy problems. Consistently responds to misbehavior in a manner that is sensitive to students’ individual needs and diminishes the likelihood of a reoccurrence. Maintains a classroom structure in which students play an active role—individually and collectively—in preventing behaviors that interfere with learning. Supports students in respectfully reminding one another of classroom standards. Is able to model this component for other teachers.

Examples of Evidence to Look for in Assessing the Licensed Faculty Member’s Level of Performance